To Open Minds
By (author) Howard E. Gardner
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To Open Minds by Howard E. Gardner
Book DescriptionIn this unique attempt to address the dilemma in contemporary education, the noted cognitive scientist weaves the lessons garnered from three vantage points: his own traditional education as an American child, his years of research on creativity at Harvard, and what he saw in modern Chinese classrooms--into a program that draws on the best of both modes, traditional and progressive.
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Book DetailsISBN: 9780465086290
(229mm x 152mm x 25mm)
Imprint: Basic Books
Publisher: The Perseus Books Group
Publish Date: 20-Mar-1991
Country of Publication: United States
Books By Author Howard E. Gardner
Leading Minds, Paperback (December 2011)
In Leading Minds, Gardner and his research associate at Harvard Project Zero, Emma Laskin, apply a cognitive lens to leadership, drawing on Gardner's groundbreaking work on intelligence and creativity to offer fascinating revelations about the minds of leaders and those who follow them. This reissue includes a new introduction by the author.
Multiple Intelligences, Paperback (August 2006)
Gardner's seminal 1993 account of the practical applications of Multiple Intelligences theory is now completely updated and expanded to reflect the latest developments in the field.
Good Work, Paperback (August 2002)
Enlivened with stories of real people facing hard decisions, this text offers insight into one of the most important issues of our time and into the future course of science, technology, and communication.
Extraordinary Minds, Paperback (March 1998)» View all books by Howard E. Gardner
Is there a common set of traits, shared by all truly great achievers? To answer this question, Gardner first examines how most of us mature into adults. He then examines closely four persons who lived extraordinary lives, as exemplars of different types of "extraordinariness".
US Kirkus Review » Ebullient, energetic, prolific Gardner (The Mind's New Science, Frames of Mind, etc.) provides more than insights into Chinese-style education in this latest volume. A goodly portion is autobiographical and sheds light on Gardner's stance that intelligence is not a unitary concept. Rather, he posits the existence of multiple "frames of mind" that tap into nonverbal and nonlogical skills. Gardner grew up in the 1940's as a child of German-Jewish refugees living in Scranton. He is colorblind and lacks depth perception but showed musical talent at an early age. He personally decided not to pursue the arduous training to become a professional musician. A born achiever, he wound up at Harvard and came under the influence of Erikson, Bruner, Roger Brown, and others. Gardner's postgraduate years involved him in one project after another, working with brain-damaged veterans, developing experimental elementary-school programs in suburban Boston, investigating arts education. The last led to grants to explore the Chinese approach - celebrated in all those marvels of performance of song and dance, calligraphy and drawing of preschool and early graders. What followed were a series of trips throughout China, on one of which Gardner was accompanied by his wife and an adopted Taiwanese child. When the little boy was encouraged to drop the hotel room key in the slot provided, he made the usual trials and errors to his and his parents' amusement. Invariably, a Chinese adult would observe and gently guide the boy's hand to the proper position and place. That, Gardner explains, is emblematic of the Chinese approach to education - skills and practice before exploration and creativity, the direct opposite of the approach of liberal, child-centered educational philosophy. This theme is elaborated in discussions of Chinese Confucian philosophy and the long history of the hierarchical ordering of society. In the end, Gardner suggests a middle road for American education, one that could benefit from greater emphasis on skills and on learning appropriate classroom deportment, while allowing for exploratory do-it-yourself behaviors that encourage individual cognitive styles and creative productions. An approach that may, in time, lead to more incisive thinkers who can write more incisive books like this one. (Kirkus Reviews)
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Author Biography - Howard E. Gardner
Howard Gardner is the John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in education. In 2000, he was awarded a Guggenheim Fellowship. He lives in Cambridge, Massachusetts.
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